It is more important for students to understand ideas and concepts than it is for them to learn facts.
Humans know that not only facts but also ideas and concepts are important in our lives. All professors, in the first place, learn theories at school and in the second place, they do real works. In my perspective, it is fundamental to realize hypotheses and the ensuing learn facts. There are some reasons, and I enjoy exploring a good portion of them.
As a priority, it is essential to learn concepts and theories because we need approaches to let us carry out real works. Students must learn concept of sciences to be able to use it in the future. Imagine that students do not know the materials of work which they are going to do. However, if they know the concept of their facts, they do their work directly in that they train for it. In addition, when students teach factors, it is vital in their real tasks, they are capable to invent something new or to find a new way to conduct careers. For example, in nanostructures class, first, students learn to solve equations that are important factors to reach the answer. Subsequent, they carry out it in the lab.
Moreover, when students train crucial concepts at universities, they do not make mistakes. So, in fact, we have not also perfect work but also a high technology of work. The new generation could get actions (work) by (new) modern equipment or in new ways because they learn theories correctly. Nonetheless, their elder generations had a low level of education, so they are not able to work (by) in new methods (ways) or new compounds. For instance, I taught a new way for preparation nanocapulations is using Alcohol which I learned from the theories that I learned as I was at the university. Even though the last generations used propanol being a toxic material. New generations found it by concepts and equation which they solve in theories. Furthermore, perceiving concepts and ideas allow students to direct it go to the fact without accomplish correct or incorrect experiences. I remember, that Andy my friend said, first, we learned the question of the production of nanomaterials means facts than we went to the lab for doing it. This training helped us to prevent using extra materials which were so important for us. Thus, do not forget, basis, we should learn concepts and then do facts.
on the other hand, that is right. It is fundamental students train ideas, but students require to do facts to have been well-round education. For example, students taught hypotheses at classes, even though they must utilize it in facts and gain a lot of experience which are so important in their lives.
As a result, it is fundamental to perceive concepts than understand the fact. Because when we learn concepts, we do not make mistakes in real work. In addition it is essential to learn concepts and theories because we need theories to let us carry out real tasks. For suggestion, I believe the professor should get familiar students to new ways or new sciences in every field of study by a new application of it.
Grammar and spelling errors:
Line 5, column 587, Rule ID: SENTENCE_FRAGMENT[2]
Message: “Even though” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...t I learned as I was at the university. Even though the last generations used propanol bein...
^^^^^^^^^^^
Line 7, column 1, Rule ID: UPPERCASE_SENTENCE_START
Message: This sentence does not start with an uppercase letter
Suggestion: On
...uld learn concepts and then do facts. on the other hand, that is right. It is fu...
^^
Line 7, column 96, Rule ID: ALLOW_TO[1]
Message: Did you mean 'doing'? Or maybe you should add a pronoun? In active voice, 'require' + 'to' takes an object, usually a pronoun.
Suggestion: doing
...dents train ideas, but students require to do facts to have been well-round education...
^^^^^
Line 9, column 152, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[2]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: addition,
...e do not make mistakes in real work. In addition it is essential to learn concepts and t...
^^^^^^^^
Transition Words or Phrases used:
also, but, first, furthermore, however, if, moreover, nonetheless, second, so, then, thus, well, for example, for instance, in addition, in fact, as a result, in the first place, in the second place, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 20.0 15.1003584229 132% => OK
Auxiliary verbs: 7.0 9.8082437276 71% => OK
Conjunction : 18.0 13.8261648746 130% => OK
Relative clauses : 15.0 11.0286738351 136% => OK
Pronoun: 62.0 43.0788530466 144% => Less pronouns wanted
Preposition: 67.0 52.1666666667 128% => OK
Nominalization: 15.0 8.0752688172 186% => OK
Performance on vocabulary words:
No of characters: 2468.0 1977.66487455 125% => OK
No of words: 519.0 407.700716846 127% => OK
Chars per words: 4.75529865125 4.8611393121 98% => OK
Fourth root words length: 4.7730044521 4.48103885553 107% => OK
Word Length SD: 2.74446311129 2.67179642975 103% => OK
Unique words: 227.0 212.727598566 107% => OK
Unique words percentage: 0.437379576108 0.524837075471 83% => More unique words wanted or less content wanted.
syllable_count: 733.5 618.680645161 119% => OK
avg_syllables_per_word: 1.4 1.51630824373 92% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 21.0 9.59856630824 219% => Less pronouns wanted as sentence beginning.
Article: 1.0 3.08781362007 32% => OK
Subordination: 8.0 3.51792114695 227% => Less adverbial clause wanted.
Conjunction: 2.0 1.86738351254 107% => OK
Preposition: 7.0 4.94265232975 142% => OK
Performance on sentences:
How many sentences: 29.0 20.6003584229 141% => OK
Sentence length: 17.0 20.1344086022 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 34.4139313106 48.9658058833 70% => OK
Chars per sentence: 85.1034482759 100.406767564 85% => OK
Words per sentence: 17.8965517241 20.6045352989 87% => OK
Discourse Markers: 7.48275862069 5.45110844103 137% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 4.0 5.5376344086 72% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 3.0 3.85842293907 78% => OK
Sentences with neutral sentiment: 14.0 4.88709677419 286% => Less facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.307620712271 0.236089414692 130% => OK
Sentence topic coherence: 0.0855150096011 0.076458572812 112% => OK
Sentence topic coherence SD: 0.0643610828072 0.0737576698707 87% => OK
Paragraph topic coherence: 0.188161415743 0.150856017488 125% => OK
Paragraph topic coherence SD: 0.0299794662385 0.0645574589148 46% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 9.9 11.7677419355 84% => Automated_readability_index is low.
flesch_reading_ease: 71.14 58.1214874552 122% => OK
smog_index: 3.1 6.10430107527 51% => Smog_index is low.
flesch_kincaid_grade: 7.6 10.1575268817 75% => OK
coleman_liau_index: 10.03 10.9000537634 92% => OK
dale_chall_readability_score: 7.46 8.01818996416 93% => OK
difficult_words: 98.0 86.8835125448 113% => OK
linsear_write_formula: 7.5 10.002688172 75% => OK
gunning_fog: 8.8 10.0537634409 88% => OK
text_standard: 8.0 10.247311828 78% => OK
What are above readability scores?
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Rates: 70.0 out of 100
Scores by essay e-grader: 21.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.